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The College of Islamic and Arabic Studies operates programs aimed at international students, including non-Muslims. Instruction is offered in Arabic, French, and English. The College is a leading educational institution with a scientific and research efficiency that contributes to ensuring the UAE community's cultural identity, focusing on raising the awareness of Islamic sciences and the Arabic language, and knowledge achieved with the requirements of the present time. The College is working on the development of the level of the students in Islamic studies and Arabic language and literature, and on personal development and leadership skills and provides scientific research for the development of scientific methods and tries to achieve academic excellence to build a knowledge-based society with a high-quality service for the community.

Built-up in 1983, the Emirates Institute for Banking and Financial Studies (EIBFS) offers world-class academic programs, instructional courses, and associated services in banking and finance at its three up-to-date branches situated in Sharjah, Abu Dhabi, and Dubai. Dedicated to the Emiratisation program, EIBFS helps UAE nationals by giving first-rate training facilities and empowering professional development in the banking and finance administration division. EIBFS has been internationally coordinated with different leading organizations and universities to bring and offer the best programs and courses in banking and finance to the UAE. EIBFS has made critical assistance to the life and vocations of thousands of students and working experts in the domain area of banking and finance upheld by its exceptionally qualified, talented, and experienced academicians and corporate coaches. EIBFS has seen noteworthy development throughout the years, especially in students and learners, educational and training programs, campus sites, personnel and staff individuals, graduates, and different dimensions. Consistently, the organization invites many students and trainees from all over the UAE to teach, prepare and offer a wide variety of banking and finance learning prospects encouraged by the state of the art research, aptitude, programs, and services. EIBFS Vision To be a chief institute in offering world-class education and training in banking and finance at local, regional, and global levels. EIBFS Mission Statement To contribute viably towards Emiratization in the banking and finance division. To always give exceptional saving banking and finance social growth programs per the general inclination of our clients. To support scientific research in the banking and finance division. To update and disperse technical information in the banking and finance division. EIBFS Objectives: To raise the standard of execution of the workforce utilized in the banking division. To qualify the UAE Nationals for fruitful vocations in the banking and finance division. To draw in UAE Nationals who are not recruited in Banks, train them to apply the ideas and strategies of banking, increasing the current pool of gifted national human assets. To recognize and get assets (money-related, human, and technical) to reinforce the teaching, research, and service workings of EIBFS. To increment and upgrade the visibility and consciousness of the EIBFS to the community everywhere/all partners. EIBFS Values Professionalism Trustworthiness Cooperation Responsibility Transparency (including openness) Imagination Brilliance Lifelong learning Building success towards Globalization

He Hochschule für Jüdische Studien Heidelberg (HfJS) was founded in 1979. The Central Council of the Jews supports it in Germany (Zentralrat der Juden in Deutschland), financed through the local and federal government, and is a fully recognized and accredited institution of higher learning. Nowhere else in Europe can Jewish studies be pursued with incomparable breadth and depth. This allows the HfJS to impart to its students, both Jewish and non-Jewish, the richness and diversity of Jewish religion, history, and culture within an academic context. With ten professors and as many Assistants, the HfJS is today the leading center for Jewish studies in Europe. Due to the recognition that the HfJS has attained, it has become a primary source of information for politicians, the media, churches, and other educational institutions and, since 2007, a member of the College Rectors' Conference (Hochschulrektorenkonferenz). The HfJS views itself as a part of a community wherein it can catalyze understanding and dialogue. Its task is not merely the advancement of academic research and knowledge but also to serve as a bridge between the Jewish community in Germany and society. In its public lecture series "Heidelberger Hochschulreden," such noteworthy luminaries have spoken as Chancellor Angela Merkel, Marcel Reich-Ranicki Joschka Fischer. The HfJS has also involved a wide array of academics, students, and others interested in Jewish religion and culture through its various publications: "Truman," the academic journal of the HfJS, and its book series "Schriften der Hochschule für Jüdische Studien". An electronic newsletter is also published regularly that offers news and information about the HfJS. "…and thou shalt meditate therein day and night" (Joshua, 1:8): Originally, this excerpt has been thought to refer to the "Book of the Torah." But in the 19th century, the "Wissenschaft des Judentums" applied this phrase to the whole of Jewish religion and culture. Nevertheless, the movement's institutions of Jewish higher education in Breslau and Berlin remained isolated from the scientific landscape, having been ultimately dismantled during the National Socialist Regime. Later founded by the Central Council for Jews in Germany in 1979, the Hochschule für Jüdische Studien Heidelberg chose this phrase from Joshua as its guiding principle to be followed following its various meanings. In doing so, the HfJS fosters the legacy of the "Wissenschaft des Judentums" by further developing its approaches into an active part of the surrounding scholarly terrain. The Hochschule für Jüdische Studien Heidelberg is a dynamic scholarly discussion that incorporates all facets of Jewish religion, history, cultures, and societies. While the proximity to the historical heritage of Ashkenaz provides the decisive impetus for both academic and religious work at the HfJS, its interest invariably extends beyond to all areas of geography and chronology as to consider Jewish cultures at large: in the past and present within a self-reliant Judaism within the Diaspora and likewise within the land of Israel. The Hochschule für Jüdische Studien Heidelberg opens its doors to all students and scholars—regardless of their respective origins and creeds. It also undertakes a dual track, which is demonstrated by the mere layout of the HfJS itself: The scientific Albert Einstein Library is situated, albeit with seminar rooms between them, in juxtaposition to the corresponding house of learning, the Beth Midrash. Here within the same institution, the learning of foundational religious texts of Judaism with the campus Rabbi meets the study and scientific discourse among members and academic staff. Equipped with a kosher cafeteria, the HfJS caters to its members' needs for nourishment and a relaxing social atmosphere. The interplay between internal and external perspectives allows the Hochschule für Jüdische Studien Heidelberg to hone its view on religion, history, culture, and society. After all, the teachers and graduates will refine our knowledge of Jewish history and theology. As a center of excellence unique in its field to Europe, the HfJS distinctly enables diverse resources and prospects both within and outside Europe's Jewish communities. The HfJS provides intense language training at all levels (in Biblical, Rabbinical, and Modern Hebrew, and Hebrew-scripted languages, such as Yiddish and Judeo-Arabic). It offers degrees in accredited B.A. and M.A. programs taught in German and an international M.A. partnership program in "Jewish Civilizations" taught in English together with Paideia—The European Institute for Jewish Studies in Sweden. Finally, the HfJS also provides a Ph.D. in Jewish Studies (Dr. Phil.) in cooperation with the University of Heidelberg. In Jewish studies, the B.A. offers to students of the HfJS a course of study that is focused on the humanities and cultural studies. It is not connected to any particular denomination or confession and requires no previous Hebrew knowledge, nor does it presuppose a familiarity with the Jewish religion, history, or culture. The general studies portion can count as 75%, 50%, or 25% of the study's full course. Students who chose this path focus on the sources of Judaism: that is, the sacred texts of Judaism and their interpretation throughout history the history of the Jewish people Jewish philosophy, art, and literature as well as other thematically associated fields. In this way, the inquiry object is time and again viewed through several academic disciplines' perspectives. After completing the B.A. with a portion of at least 50%, the course of study can be continued to acquire the degree of M.A. in Jewish Studies. In the course of the student's M.A. studies, the knowledge gained during the B.A. will be expanded and deepened. The comprehensive course offerings at the HfJS makes it possible for students who aspire to the M.A. in Jewish studies to specialize in an area of study according to their choosing. The M.A. degree qualifies graduates for Ph.D. study.

In 1885-1886 HEI was founded in Lille by the Industrial Leaders of Northern France to meet their engineering needs. HEI has since extended its activities to the training of polyvalent engineers, open-minded to the world, humanistic in managerial approach with the added plus of an international and intercultural profile. Since 2009, the HEI preparatory classes (more than 700 students) have been held in the Irène-Devos building at 31 ter rue Colbert, a new residence overlooking the city, 800 m from the historic building. The 5000 m² building, which was refurbished in 2009, offers a pleasant and useful working environment featuring the latest ICT equipment. The practical workrooms and some departments are still at 13 rue de Toul, in the historic building, to keep the essential spirit of school alive through the integrated preparatory class. HEI has access to new areas in a building in rue Roland: redesigned, it is home to the HEI researcher laboratories. Grouping them under the same roof in this research building encourages the crossover of their expertise and their work. Some 130 years later, the school continues to pursue this mission through three core activities: the training of engineers and executives, industrial applied research and development, and extension services to the business world, including technology transfer. Since the creation of the school, these dimensions have defined the identity of HEI. We coach each student, personally, in the design and realization of their personal and professional project, enhancing learning outcomes in line with the needs, expectations, and requirements of the global economic world. HEI, in the service of the private business and industrial sectors, revealing individual talents and insight, fostering innovation, developing competency, and creating competitive advantage. Our graduates are renowned as HEI engineers throughout all specialization areas due to HEI's reputation with the leading companies in France and worldwide. HEI engineers can efficiently resolve complex problems and are at ease in carrying out complex tasks in an efficacious systematic manner, within budget. They are also well versed in teamwork, organization and structure, leadership, and project management, with clear, precise communication skills. Each of our future engineers is accompanied throughout their personally developed training program. All students are advised on a one-to-one basis, allowing them to complete the engineering program, both in polyvalence and practical specialization. All students, faculty members, and post-doctoral staff contribute to an active international research program. HEI engineers possess strong practical experience. All courses are highly industrial business world-oriented. Students must spend three separate periods during their studies in industry and undertake an industrial study/research project within a company or university research laboratory. All students also undertake an international experience during their studies within this framework or the context of an exchange program.

Since 1947, the EHESS (École des Hautes Études en Sciences Sociales, School of Advanced Studies in the Social Sciences) has pioneered innovative methods and ideas that have made landmark contributions the evolution of the humanities and the social sciences. An interdisciplinary approach, global outlook, and critical spirit are cornerstones of the EHESS philosophy. They have informed some of the most well-known French scholars, such as Fernand Braudel, Pierre Bourdieu, Jacques Derrida, Claude Lévi-Strauss, Françoise Héritier, and Thomas Piketty. The École des Hautes Études en Sciences Sociales (School of Advanced Studies in the Social Sciences) is a graduate-only research institution with a unique standing in the world of research and higher education in France. It hosts scholars from all over the world committed to studying contemporary societies seen within broad cultural and historical contexts. It trains students up to the Ph.D. level in all social and human sciences (history, anthropology, sociology, economics, geography, linguistics, psychology, demography, cognitive science, political science, philosophy, and mathematics). With its high percentage of international students and faculty, EHESS has created a unique global academic network. With over 1,000 round-table seminars a year, in which faculty and guest scholars present and discuss their current research with students, EHESS occupies a central position in French intellectual life. EHESS was founded in 1984 as a 'grand établissement' alongside the College de France, the Institut d’études politiques de Paris, and the Conservatoire national des arts métiers. The School's unique status was recognized in 1985 by ministerial decree, which clearly defined its mission and organization: it is structured around research training for Master's and Ph.D. students, as well as students of its own EHESS Diploma and candidates for the Habilitation à Diriger des Recherches (Accreditation as a Research Supervisor). EHESS maintains close links with several French universities and research institutions operating within its disciplinary fields. It is a member of Paris Sciences & Lettres (PSL) University, which comprises 26 prestigious self-governing academic and research institutions. It will join the Campus Condorcet, a new urban campus for Humanities and Social Sciences, in 2019. As an institution dedicated to developing all forms of scientific knowledge concerning human interactions and relationships, EHESS has long been considered an "innovation hub" for the Social Sciences. For nearly 70 years, the School has been a significant player in the renewal and reinvention of theories, methodologies, and practice in history, anthropology, and sociology. The School has also promoted and supported inter-disciplinary collaboration between cognitive sciences and philosophy, poetry and mathematics, and is the home of a new institutionally accredited school of thought in economics, the success of which is internationally recognized. EHESS has its origins in the Economics and Social Sciences department of the Ecole Pratique des Hautes Etudes (EPHE), created in 1947 under Lucien Febvre. Over the following three decades, this department was highly influential in carving out a place for Social Sciences as an epistemological domain in its own right. It is a space for inter-disciplinary exchanges focusing on a joint research object: human societies. As Director of the Economics and Social Sciences department of EPHE since 1972, Jacques Le Goff worked to create an independent institution: the Ecole des Hautes Etudes en Sciences Sociales (EHESS). The School was established by decree on January 25, 1975. In the early 1970s, it was housed at 54 Boulevard Raspail in Paris, in the same building as the Maison des Sciences de l'Homme, founded by Fernand Braudel. From the very beginning, it was the seat of several influential research centers that provided an intellectual home for some of the greatest historians, sociologists, anthropologists, and philosophers of the time, including Pierre Bourdieu, Jacques Derrida, François Furet, Françoise Héritier, Claude Lévi-Strauss, and Jean-Pierre Vernant. The EHESS attracts students from all over the world, who come to benefit from a complementary approach that combines an in-depth analysis of the past with research that is explicitly directed at understanding today's world. Students and researchers come together in seminars, which have been the traditional locus of training for research through research since the foundation of the School. Ever since its official launch as an independent institution in 1975, the EHESS's mission has promoted debate between researchers on concepts, disciplines, and cultural areas. To celebrate its foundation as an independent institution, many scientific and artistic events were organized throughout 2015, which celebrated the diversity and richness of current research and the innovative potential of future work in the Social Sciences. From the outset, EHESS was designed as an international institution. This is evidenced by the high proportion of foreign researchers (22%) and students (approximately 50% of Ph.D. and Master's students) within the School. This international outreach is a hallmark of the School. It has enabled EHESS to develop a strong and extensive network of academic exchange programs with leading universities worldwide. Many of its researchers have achieved worldwide recognition for their work, and contacts are maintained and fostered thanks to their regular trips abroad. In 2017, EHESS signed 61 cooperation agreements with international partners. Researchers head all these agreements. The international mission of EHESS has three primary objectives: disseminating the scientific work of the School through major international institutions, facilitating exchanges between academics from different scientific backgrounds, and monitoring and bringing to public attention the most innovative developments in present-day research. In the sphere of social and human sciences, which have become increasingly international in recent years, it is essential to build research networks and develop projects with scholars from other countries. This concept lies at the heart of the School's philosophy. It has led to the development of several new research centers focused on "cultural areas," in which 42% of Master's students and 50% of Ph.D. students come from overseas. EHESS has a long-standing history of promoting and supporting international exchanges through short-term invitations ("Petites Invitations"), enabling faculty members to invite colleagues from abroad to participate in their seminar series co-supervision of Ph.D. students (309 co-supervised Ph.D. theses per year on average over the last five years) the active support and promotion of international mobility for researchers and graduate students the development of international training and research projects funding for international post-doctoral positions. Each year EHESS hosts between 150 and 200 visiting professors from every corner of the globe. These professors are affiliated with one of the School's research centers, where they participate in various scientific activities. EHESS has continued to nurture its contacts with former international alumni who have become recognized academics in their countries of origin and have built strong links with other eminent scholars. We are committed to the idea that individual relationships are the primary source of intellectual exchange and seek to support and promote ongoing dialogue between permanent staff, visiting professors, and former international researchers and students. The geographic locations of EHESS alumni can be seen on this map.

The Asian Institute of Maritime Studies (AIMS) is a merchant marine college in Pasay City, the Philippines, that provides highly technical learning in maritime education. It is one of the top-performing maritime schools in the Philippines. It was founded in 1993 by Captain Wilijado P. Abid along with his friends. Sometime in July 1993, thirteen educators and merchant marine officers established an institute of higher learning, the Asian Institute of Maritime Studies (AIMS).[2] The forerunners behind AIMS, namely: Capt. Wilijado P. Abid, a former Navy Officer and a maritime educator in training and upgrading Atty. Santiago N. Pastor, a corporate lawyer, banker, and educator Dr. Felicito P. Dalaguete, a marine officer and an academician with expertise in marine education and training Mrs. Jayne O. Abuid, a businesswoman Arlene Abuid-Paderanga, Ed.D., a management specialist with a background in Architecture and Design, along with other incorporators. The institute is a semi-military, regimental institution. It implements semi-military discipline to the students in the vicinity of the campus. As a graduation requirement, a cadet/student should undergo the Merchant Marine Cadetship Program (MMCP), a 1-month semi-military academy-style training of AIMS. Every Maritime cadet in the institute must finish three years of academics and one-year Shipboard Apprenticeship Training on board. They are also required to take the National Service Training Program (NSTP) 1 and 2 as ordered by Republic Act 9163 or the NSTP Act. The institute's Business students are also in a Four-year Degree program and are also required to finish the NSTP-CWTS program. The BSMarE curricula are aimed to provide the required knowledge, skills, and attitudes of Cadets sufficient to carry out the watchkeeping duties as set out in Sec. A-II/1 of the STCW Code 1995. The BSMarE course specifically prepares the Cadets for satisfying the minimum requirements for certification as officers-in-charge of Engineering Watch for Fourth Engineer Officer licensure examination as defined under Republic Act 8544 known as the "Philippine Merchant Marine Officers Act of 1998." Course Duration. The BSMarE course covers three (3) curricular years of academic studies and one (1) year supervised and monitored practical training onboard ship as defined in CHED Order No. 51 S. 1997 and its supplemental policies, which conform with Regulation II/1 of the Standards of Training Certification and Watchkeeping (STCW) Convention as amended. The design, construction, and maintenance of ships, boats, and related equipment are learned in this program. It also involves formulation and damage control rules and the approval and certification of ship designs to meet statutory and non-statutory requirements. As the Philippines is ranked fourth worldwide in shipbuilding, Naval Architecture is gaining popularity among students planning to make a career in the maritime industry. Course Duration: The BS NAME course covers three (3) curricular years of academic studies, and one (1) year supervised and monitored practical training onboard ship. The BSCA curricular program prepares the students for Board Examination for Customs Broker in conformity with Part I of Title VIII of the Tariff and Customs Code of the Philippines. The program includes theories and concepts in customs and tariff course and the fundamentals and principles of international trade.BSBA is designed to produce graduates who are knowledgeable, competent, and equipped with the necessary skills for competing in the world of global business. The BSBA program provides the students with a prior and clear understanding of a company's functions, be it in marketing, finance, systems, and human resource department, thus preparing them for managerial and supervisory positions. Course Duration: Bachelor of Science in Business Administration (BSBA) is a four-year course covering the Policies and Standards for Business Education defined by the Commission on Higher Education. The BSCS curricular program prepares students with the required knowledge, skills, and attitudes to become professionals with expertise relevant to the Information Technology-based environment's demands. The BSHRM curricular program addresses the needs of fast-food chains, restaurants, and resorts and makes sure that HRM graduates are efficient, competent, and globally competitive. Master in Maritime Administration is designed for marine officers, entrepreneurs, and other non-deck or engine officers who are employed either in private or government organizations involved in shipping, ports, customs, logistics, and related industries. Those in maritime training and educational institutions are also encouraged to enroll in this course. Completing the MARAD program will enable the graduates to acquire broader knowledge and skills in either private or government maritime organizations' management and operations. This provides them better opportunities to pursue other higher personal endeavors, whether in business or career/professional advancement. Asian Institute of Maritime Studies (AIMS) is a merchant marine college in Pasay City, the Philippines, that provides highly technical learning in maritime education. AIMS is one of the top-performing maritime schools in the Philippines. AIMS was founded in 1993 by Captain Wilijado P. Abid along with his friends. Sometime in July 1993, thirteen educators and merchant marine officers established an institute of higher learning, the Asian Institute of Maritime Studies. The forerunners behind AIMS, namely: Capt. Wilijado P. Abid, a former Navy Officer and a maritime educator in training and upgrading Atty. Santiago N. Pastor, a corporate lawyer, banker, and educator Dr. Felicito P. Dalaguete, a marine officer and an academician with expertise in marine education and training Mrs. Jayne O. Abuid, a businesswoman Arlene Abuid-Paderanga, Ed.D., a management specialist with a background in Architecture and Design, along with other incorporators. Thus, on 16 August 1993, AIMS was legally registered as a non-stock educational institution and was issued government accreditation by the Commission on Higher Education (CHED) to offer Customs Administration and Merchant Marine courses. AIMS is located at Roxas Boulevard fronting Manila Bay. The campus, with its training facilities housed at AIMS Tower, was opened. In 1999, another site at A. S. Arnaiz Ave. Corner F. B. Harrison St. was inaugurated to greet the new millennium towards more intensive and comprehensive education and training. In 2005, a new site (a six-story building) was opened at Roxas Boulevard to house the Maritime College. The shack is also expected to house the Maritime Knowledge Exchange, where libraries and an envisioned museum (Museo Maritimo) will be opened to the public.

The Adventist International Institute of Advanced Studies is Seventh-Day Adventist educational institution in the Philippines, offering graduate degrees in business administration, education, public health, and theology. It is a part of the Seventh-day Adventist education system, the world's second-largest Christian school system. AIIAS is a graduate-level educational institution that is both a locally and internationally accredited institution located in Silang, Cavite, Philippines, about 25 miles (40 km) south of Manila. AIIAS is a graduate-level educational institution of the General Conference of Seventh-day Adventists. AIIAS is located on a beautiful tropical campus in the Philippines. AIIAS receives substantial support from the Adventist Church, which seeks to keep the tuition a good value for its international standards. AIIAS welcomes students of any faith and is an outstanding institution with a beautiful heritage. AIIAS offers a master's degree in public health and master's and doctoral degrees in various fields of theology, education, and business, including the first Ph.D. in Business accredited by the Adventist Accrediting Association. Many of the degrees are also offered in each major field in the online modality. The heart of this institution is its faculty. They are godly, professional people, highly qualified, and committed to excellence, with nearly 90 percent of who hold doctoral degrees from world-class universities worldwide. AIIAS is blessed to have attracted quality students, many of whom have been honored teachers, business people, and church leaders before coming to AIIAS. Our students come from every continent except Antarctica, including over 80 countries.AIIAS is a school of excellence with local and international accreditation. While rigorous in its academic program, the atmosphere on campus is one of family and spiritual nurture. If you are looking for a life-changing graduate educational experience, you will find AIIAS a wonderful place to study. We hope that you will consider it seriously as a door to your future. The Seventh-day Adventist Church established the Adventist International Institute of Advanced Studies (AIIAS) because of its commitment to meet the church's growing needs for college teachers, church leaders, educators, health professionals, and treasurers with international-level, graduate education. The Seventh‐day Adventist philosophy of education is Christ‐centered. Adventists believe that under the guidance of the Holy Spirit, God's character and purposes can be understood as revealed in nature, the Bible, and Jesus Christ. The distinctive characteristics of Adventist education‐‐derived from the Bible and the writings of Ellen G. White‐‐point to the redemptive aim of a real education: to restore human beings into the image of their Maker. Seventh‐day Adventists believe that God is infinitely loving, wise, and powerful. He relates to human beings personally, presenting His character as the ultimate norm for human conduct and His grace as the means of restoration. Adventists recognize that human motives, thinking, and behavior have fallen short of God's ideal. In its broadest sense, education is a means of restoring human beings to their original relationship with God. Working together, homes, schools, and churches cooperate with divine agencies in preparing learners for responsible citizenship in this world and in the world to come. Adventist education imparts more than academic knowledge. It fosters a balanced development of the whole person—spiritually, intellectually, physically, and socially. Its time dimensions span eternity. It seeks to develop a life of faith in God and respect for the dignity of all human beings to build character akin to that of the Creator to nurture thinkers rather than mere reflectors of others' thoughts to promote loving service rather than a selfish ambition to ensure maximum development of each individual's potential to embrace all that is true, right, and beautiful. The home is society's primary and most basic educational agency. Parents are the first and most influential teachers and have the responsibility to reflect God's character to their children. Moreover, the whole familial setting shapes the values, attitudes, and worldview of the young. Along with society's other educational agencies, the church and the school build on and supplement the work of the home. Practical educational work requires collaboration among the home, church, and school. All levels of Adventist schooling build on the foundation laid by the home and church. The Christian teacher functions in the classroom as God's minister in the plan of redemption. The greatest need of students is to accept Jesus Christ as personal Savior and commit to a life of Christian values and service. The formal and non‐formal curricula help students reach their spiritual, mental, physical, social, and vocational development potential. Preparing students for a life of service to their family, church, and the broader community is the school's primary aim. In 1957, several such graduate programs, primarily in the area of religion, were offered on the campus of Philippine Union College (PUC), now the Adventist University of the Philippines (AUP). These programs were organized into a Theological Seminary, which became an institution of the Far Eastern Division of Seventh-day Adventists in 1978. The Seminary success led to the expansion of graduate programs into other areas, such as public health. Thus, on May 5, 1987, when AIIAS came into being by Presidential Decree 2021, it was composed of two schools: the Seminary and the Graduate School. From its early days and its campus programs, AIIAS has offered programs at off-campus locations to facilitate the church's graduate-level educational needs throughout the region. More recently, cohort programs expanded to South America, Eastern Europe, the Middle East, and Africa. In 1991, AIIAS was moved to the present campus near Silang, Cavite. In 1996, AIIAS became an institution of the General Conference of Seventh-day Adventists. AIIAS is recognized for being innovative and dynamic. AIIAS Online was established in the year 2001 to offer quality, Christian-oriented graduate education to dedicated professionals wherever they may be in the world. In 2007, AIIAS distinguished itself as one of the first Adventist educational institutions to graduate students with master's degrees from an online learning program entirely on the internet. Also, in 2007, AIIAS began the first Seventh-day Adventist doctor of philosophy program in the business.

The Imperial College of Business Studies, Lahore (ICBS), was established in 1991 by the Pakistan Benevolence & Social Management Trust. The initial development of ICBS was supported by academic collaboration with the University of Hull, UK. ICBS has established a truly enviable reputation for integrity and excellence in higher education in a short span. The College offers highly market-relevant undergraduate and graduate programs in business administration and related areas. ICBS is actively involved in research and offering short training courses for the industry. Major programs in this area include Small Business Finance Corporation (now the SME Bank), First Women Bank, and the Pakistan Television Corporation. The quality of higher education in Pakistan is naturally a significant concern to the College and its sponsors. The pursuit of quality is the reason we are of ICBS. ICBS is one of only thirteen private institutions in Pakistan selected through an independent evaluation by the Higher Education Commission (HEC) to provide student scholarships granted by the Government of Japan (JICA). ICBS is only one of the few elite institutions in Pakistan approved by Citibank where the Bank’s staff can be enrolled, and Citibank reimburses the program fee. Our students have also excelled at universities abroad, and a few are even teaching abroad. All this has been made possible by the unrelenting efforts of our faculty. The College has one of the most qualified groups of faculty members. Almost all the faculty members have foreign academic credentials – and as a group, perhaps there would be few institutions in Pakistan that could match this. ICBS has Academic Advisors comprising faculty in the USA, UK, and the Middle East. It has signed MOUs/Agreements for student exchanges and faculty collaboration with several universities in the USA and UK. The faculty and staff, and facilities alone are not sufficient determinants of quality – another critical input is the quality of its student intake. ICBS has a very selective student body. Typically, only about fifty percent of all applicants are accepted for admission. A significant proportion of these students have a first-class bachelor’s degree from institutions like the Government College, Lahore, and Kinnaird College, Lahore. The students, who are admitted through a rigorous screening process, generally have outstanding schooling and academic background.

The College of Banking and Financial Studies (CBFS) is a government organization established by a Royal Decree in 1983 with the chief objectives of education, training, and encouraging research in banking and financial subjects. It is under the Central Bank of Oman (CBO) juristic supervision and is supported by all banks operating in the Sultanate. The College has helped the financial services industry meet its developmental needs by offering academic and training courses tailored to Oman's emerging needs and has been an active partner in the country's thrust towards Omanization of the banking sector. The College presently has over 1500 students pursuing various academic and professional courses in the Departments of Professional Studies, Postgraduate Studies, Under Graduate Studies, and English Language Centre. Another focal area of the College is corporate training. The Annual Training Plan of the College for 2016-17 envisages conducting 81 courses for the banking and financial sector in Muscat and Regional Centres, covering a wide variety of functional and managerial (soft) skills. These courses are designed and delivered by full time and visiting faculty with immense operational and training experience across various regions/markets. The classroom training is supplemented by e-learning. Also, the College sponsors the local Chapters of four eminent professional bodies - ISACA (Information Systems Audit and Control Association), ICAI (Institute of Chartered Accountants of India), IIA (Institute of Internal Auditors), and ACFE (Association of Certified Fraud Examiners). It supports their initiatives towards Professional knowledge sharing a local capacity building in their respective functional areas through periodical seminars/workshops. All the above activities of the College are operated from its well-equipped campus at Bausher, which houses over 38 classrooms & seminar halls, four computer labs with Internet connectivity, a Wi-Fi facility, a multipurpose hall, atrium, cafeteria, and a well-stocked library with over 15,000 books and over 20 titles of scientific journals, besides the EBSCO search engine database, covering over 600 journals in broad areas and disciplines. A longer-term plan is also drawn up for the construction of spacious new premises on the existing campus. The CBFS vision is to become a leading institution for higher education in Banking and Finance in the region. The CBFS mission is to develop and offer internationally recognized programs, capacity building, research, and consultancy services to meet the evolving needs of Banking and Finance in the region. CBFS encourages high-quality research by providing an enabling environment to the researchers of the College. The College intends to develop innovative research activities that align with the vision, mission, and strategic goals of the College. The Research Policy of CBFS provides a framework for researching at the College and helps in decision making, goal setting, defining objectives, and devising strategies for research activities. The Research Strategy of the College affirms the importance of research and its integration with teaching and community development.

IHS's approach is based on the cross-fertilization of our main three activities: education, advisory services, and applied research. By being involved in different core activities simultaneously, IHS urban specialists can create strong links between theory and practice. IHS staff members spend a substantial amount of time working in the field, and they possess relevant expertise within the context of different countries they have worked in. This way, they provide support, training, and relevant services for course participants and clients. Inputs drawn from the advisory and research activities are also reflected in the classroom, where course participants benefit from the lecturers' rich knowledge and professional background. The Institute for Housing and Urban Development Studies (IHS) is an education, advisory, and research institute of Erasmus University Rotterdam. For 60 years, it has been our mission to develop human and institutional capacities, reduce poverty, and improve cities' quality of life. Looking at cities from different perspectives, we educate urban professionals with diverse backgrounds, consult national and local governments from the Global South, and engage in cutting-edge urban research. Bringing practical experience from real-life projects back to the classroom, we inspire collaboration and co-creation of urban knowledge. Together with our partners, we work at the forefront of urban development to improve people living in cities. IHS is about making cities work. IHS' approach to the problems faced in reducing poverty and improving the quality of life in cities is based on the cross-fertilization of three activities: education, advisory services, and applied research. IHS strongly believes in linking theory and practice: staff members spend a substantial amount of time working in the field, possessing relevant expertise within the context of different countries they have worked in, and thus providing support, training, and services that are relevant for course participants and clients. Our alumni network includes over 9000 active urban experts worldwide, ranging from architects, social scientists, economists to public administration workers, civil servants, and government officials.

The USPEE becomes a higher education institution, which has financial independence and freedom in promoting its policy, which seeks to revitalize the elitist training process in the Republic of Moldova and integrate domestic higher education into the European Higher Education space. USPS offers its students the opportunity to combine different forms of academic, formative, and research activities. The activities are invited to participate in professors from the country and abroad. The USPEE administration organizes conferences and lectures of well-known professors from Central and South-Eastern Europe, Western Europe, CIS, and the USA. This direction of international collaborations, practices, and novel research techniques represents a priority aspect of USPS's educational programs. Being a relatively mobile educational institution, USPEE is continually looking for ways to train graduates to work and increase social mobility. At present, the study process is carried out within five faculties: the Faculty of Law, the Faculty of Ecology and Environmental Protection, the Faculty of Economic Sciences, the Faculty of International Relations and Socio-Human Sciences, and the Faculty of Journalism and Communication Sciences, which capitalize democratic and modern principles linked to national, European and international legislative documents. In this context, our university's purpose is to respond to specialists' primordial needs with a high, academic, and competitive moral weight. During the 20 years of activity, USPEE "Constantin Stere" demonstrated steadiness, professionalism, and quality. Since its first steps, the institute has promoted a performance education policy geared to the standards and values of the modern democratic society, thus attempting to contribute to the formation of a new generation of professional researchers, opinion leaders, and public officials, able to take responsibility for the transition to the democratic form of organization in our country. The present book aims to present succinctly and arguably, the academic and research excellence of USPEE "C. Stere. " The 20th anniversary of our university is, at the same time, a reflection, evaluation, and projection. Although we are a relatively young institution, at the full age, we have already succeeded in fully justifying our existence through academic stateliness, educational and institutional security. We encourage free-thinking, active civic engagement, creativity, enthusiasm, and openness to communication and collaboration. At the end of the studies, our students have the intellectual gifts and the spiritual strength necessary for personal fulfillment and the community's progress. The USPEE leadership "C. Stere" wants to build up, consolidate the depth, and ensure the health of higher education roots within the USPS. We believe that only in this way can we develop together a sustainable, thriving university. Therefore, USPEE "C. Stere "promotes the educational policy and the development of a democratic, humanistic, flexible, and transparent university education based on the values of culture and national and universal science. The mission of the University of Political and Economic Studies "Constantin Stere": Training of highly qualified professionals for the national economy can work effectively in changing conditions of life and market economy. Organization and development of basic and applied scientific research aimed at solving current socio-economic problems and implementing the university research results' technology transfer. Promoting the principles of freedom, understanding, justice, and human dignity through its teaching and research.

Consequently, on 25 September 1991, under Decision no. Five hundred thirty-seven of the Government of the Republic of Moldova established the Academy of Economic Studies of Moldova. It materialized the aspirations of many generations in economic education and research who strived toward an autonomous higher education institution. It enabled the integration of higher economic education and scientific research and the vertical integration of different levels of education, ranging from pre-university and university to post-university. Initially, our main objective was not only to develop specialized professionals but also to build a new mentality in the spirit of freedom of thought, action, pragmatism, and life efficiency. A particular emphasis is placed on cooperation with other higher education institutions and research centers from more than 20 countries worldwide, having rich traditions in economic education and research. Our institution is a member of the European University Association (EUA), the Francophone University Association (FUA), the Black Sea Universities Network (BSUN), the Central European Initiative University Network (CEI - University Network). Relationships with our partners have promoted advanced teaching methods and modern economic principles. In contrast, the academic exchanges have enabled numerous teachers and students to carry out internships at the most prestigious foreign universities. Particular importance is given to the implementation of the Bologna Declaration stipulations at ASEM, emphasizing the quality of education, development of scientific research, and excellence in academic administration. The Republic of Moldova has officially announced its strategic orientation towards joining the European Union. This means that universities in our country will find themselves in a highly competitive environment created under the Single European higher education area with a considerable increase of academic mobility and more significant opportunities for young people aiming to study in a European university. The above mentioned involve changes and radical improvements in the economy, in the system of higher education, and will require the development of strategies to ensure capacity building to be competitive under the new conditions of the academic environment. At present, the Academy of Economic Studies of Moldova is a modern university complex, organized into six faculties, 26 chairs, two departments, seven centers, 13 offices and services, the Master School of Excellence in Economics and Business, 2 Doctoral Schools, School of Tourism and Hotel Services, a Business Incubator and the National College of Trade. ASEM has a sound material resource basis: a scientific library, a center of multimedia, several centers for on-going training and consulting, other subdivisions, six buildings equipped with the latest technologies seven dormitories with study rooms a modern sports complex 27 computer classrooms, connected to the Internet a rehabilitation center and a recreation facility in Vadul lui Voda village.

Amman Arab University was founded in 1999 as a non-profit private university specializing in graduate studies under Amman Arab University for Graduate Studies. It became the first University in Jordan that offers graduate programs leading to Masters and Doctoral Degrees. The Higher Education Accreditation Commission fully accredits the University in Jordan and a member of the Arab Universities Association and a member International Universities Association. The University always endeavors to attain distinction and foster the spirit of entrepreneurship and innovation in quality teaching, originality of research work, and community services. The University takes it upon itself to provide the job market and stakeholders with well-informed and well-trained graduates who are expected to excel in their professions and meet the demands and requirements desired by interested parties. The University also works industriously to nurture entrepreneurship potentials and creative ideas of its students and urge them to invest all energies and potentials to pursue and apply what they acquire in their work-life after graduation. Moreover, the University is determined to be one of its kind in promoting scientific, critical, and creative thinking. It moves enthusiastically to achieve distinction through theory and practice-based teaching. The study plans are carefully fashioned to meet the demands and challenges of the market. The University aspires to be a modern and comprehensive university renowned locally, regionally, and internationally for its curriculum and study plans. Further, the University enhances pluralism and civilized thinking, and cultural integration; also, it disseminates the culture of understanding and tolerance; at the same time, it denounces all kinds of violence, fanaticism, and prejudice. Two phases have passed. The first started with the early inception of the University in 1999 as specialized only in graduate studies. The second began when the University became more comprehensive and launched several undergraduate programs in 2009. In turn, its name changed to Amman Arab University. Since its inception up to the present time, the University has provided the local and Arab community with highly qualified graduates, taught and nurtured at the hand of distinguished faculty members who acquired Graduate Degrees at various universities, local, regional, and international. The University harbors seven Faculties: the Faculty of Educational and Psychological Sciences, the Faculty of Business, the Faculty of Law, the Faculty of Computer Sciences and Information System, the Faculty of Arts and Sciences, the Faculty of Engineering, the Faculty of Pharmacy, in addition to the Deanship of Scientific Research and Graduate Studies and Deanship of Students Affairs. Recently, the University has scored a new accomplishment when accredited among the top 100 universities in the Arab World according to QS Classification, moving 120 points ahead of last year classification, also rated the seventh among the Jordanian universities and the third among the private Jordanian universities. Our chief mission is to produce graduates equipped with critical thinking, creativity, and lifelong learning trends. Our students acquire essential skills and knowledge that enable them to live up to challenges and to become leaders in their communities and to support quality research and innovation of both faculty members and students who may invest their knowledge and expertise to promote continuous quality improvement and to build an effective partnership with the community via the following objectives: To maintain the academic programs to keep abreast of the national and international standards. To disseminate quality assurance education and constant innovation in academic and administrative pursuits. To enrich theoretical and practical knowledge in accord with ethical and societal standards. To facilitate students' skills and trends for entrepreneurship, self-learning, teamwork, and decent competition. To embrace the ethics and conventions of academic research and emphasize its importance in achieving continuous evolvement. To consolidate the character of University and its participation in community service. To build an academic community that embraces interaction and integration and encourage the spirit of teamwork among students and faculty members.

Tottori University of Environmental Studies' fundamental principle is to foster human talent capable of contributing to the achievement of harmonious coexistence of people, society, and nature, in addition to conducting innovative academic research. To spread knowledge widely, educate and research specialized science deeply, and achieve the harmonious coexistence of people, society, and nature, Tottori University of Environmental Studies nurtures people with great human qualities, who think and act for themselves live their lives powerfully. Furthermore, we foster human talent who aim to develop a sustainable society while maintaining a local perspective that values the regional natural environment and the connections between people, with an excellent sense of balance capable of global activities spanning both conservation of the natural environment and human economic development human talent who are connected to and take responsibility for their local region and can succeed on the world stage. At present, creating a sustainable society by constructing a low-carbon, a recycling-oriented society that coexists with nature is becoming a shared global goal. The Sustainability Research Institute, which was inaugurated in July 2009, consists of five research laboratories (research fields), which research environmental sustainability topics such as sustainable agriculture, forestry, fisheries industries, waste-related issues, and utilization of energy that uses natural resources. In Japan, from now on, the decrease and aging of the population are inevitable. In those circumstances, we have to explore and build new ways of living. At the Regional Innovation Research Center, we deal with several subjects such as Tottori Prefecture's regional community and culture, founded on a specific natural environment, and industry. Through research and practice in this region, we aim to offer students a position therein that can play a leading role in this goal in the future. We understand that solutions to environmental problems at a regional level lie inside the region itself. We engage in education/research, conscious that efforts made in the little Tottori Prefecture could become the world's model in the future.

The need to foster global human resources is of paramount concern today in industry, government, and academia. Globalization has been making dramatic advances with the advent of the 21st century, blurring the lines between domestic and overseas markets and bringing about massive movements of people and commodities across national borders. As economies, societies, and cultures are drawn into the whirlwind of globalization, people are needed who see things from an all-encompassing bird's-eye perspective and who can make appropriate decisions within a broad, global context. Tokyo University of Foreign Studies ensures that its students leave with excellent language training and in-depth knowledge of the world's cultures and societies so that they will be able to make a meaningful contribution to the globalization process. TUFS has been fostering global human resources for 150 years, going back to the days of its precursor, the Bansho Shirabesho, an institution for the study and translation of Western books and diplomatic documents established by the shogunate at the end of the Edo period in the latter half of the 1800s. Outstanding global leaders are independent, assertive, and willing to undertake challenges. TUFS assists its students in acquiring these characteristics through diverse academic and extra-curricular activities. Our objective is to foster our students' creativity and critical thinking skills to become multilingual global citizens, active throughout the world. As Japan's only national university for the humanities and social sciences with a name indicative of its specialized focus, we believe we are uniquely positioned in this 21st century of globalization to accumulate global knowledge and interact with the global society. The mission of Tokyo University of Foreign Studies shall be to conduct research and instruction, both theoretical and practical, on the world's languages and the cultures rooted in them, to provide the cultural refinement necessary to engage in international activities and to deepen the understanding of regions around the world through the study of their languages.

SOKENDAI (The Graduate University for Advanced Studies) is a graduate university with no undergraduate programs that consists of departments housed in affiliated Inter-University Research Institutes and the School of Advanced Sciences attached directly to SOKENDAI. The Inter-University Research Institutes are research centers for joint use by universities throughout Japan in their various research fields. These institutes serve as centers of advanced research in their respective research fields and as nodes of scholarly communication that support international joint research. The School of Advanced Sciences, located in Hayama and has no such parent institute, conducts advanced research into the evolution of life and the relationship between science and society. SOKENDAI was founded in October 1988 on the internationally unprecedented idea of educating graduate students at great centers of research to cultivate future generations of scholars. The year 2018 will thus mark SOKENDAI's 30th anniversary. At SOKENDAI, students are educated at Japan's leading centers of research. Their lives are very different from those of students in graduate programs attached to ordinary undergraduate faculties, especially for students who enroll in our five-year programs straight from their undergraduate studies and pursue their graduate studies and research surrounded by professional researchers and scholars. Faculty outnumber students by more than two-to-one. Students have access to equipment and materials unavailable elsewhere and a community of top-ranked scholars. While this environment provides fantastic opportunities for doctoral dissertation research, it may also be more stressful in some ways than a regular university. This is why every department, with the full support of SOKENDAI, looks after its students and takes steps to ensure that the department's time is productive and enjoyable. All our students are encouraged to take full advantage of this unique research environment as they pursue their doctoral dissertation research. "Advanced specialties and expertise," "Broad perspective," and "International competitiveness" have been the educational goals of SOKENDAI since its founding. As mentioned above, students are educated at research centers, so "Advanced specialties and expertise" and "International competitiveness" are perhaps something they naturally learn. But what of a "broad perspective"? A "broad perspective" entails the ability to explain one's object of research in the broader terms of human intellectual activity in general and to envision new horizons that transcend current disciplinary boundaries. Acquiring these abilities in the course of writing a doctoral dissertation can be challenging. Still, we hope students will endeavor to gain this broader perspective at every opportunity by taking full advantage of SOKENDAI's unique characteristics, including its various departments that collectively encompass a broad range of academic fields, from energy, materials, space, and life to information, history, and culture. Universities and basic research in Japan today face challenging circumstances. Likewise, there are issues regarding SOKENDAI's future growth as higher learning institutions need serious attention. Yet, whatever difficult challenges may lie ahead in this uncertain age, we will face them every day as first-class researchers and scholars dedicated to cooperating with everyone concerned to produce future generations of global professionals.

Niigata University of International and Information Studies is a relatively young university founded in 1994 with the idea to cultivate people who can respond to our time – globalization and computerization. However, it has become a university that this region needs to cultivate those people. The 5,801 graduates it has sent out into the world these past 23 years play essential roles, mostly right here in Niigata Prefecture. The Mizuno Campus is located in the western part of Niigata City, in the middle of a rural area looking out onto Mt. Yahiko. This spacious campus is spread out amongst an abundance of nature, and in addition to being an ideal place to study, it is the perfect place for students to enjoy their youth. The Niigata Central Campus in downtown Niigata City is used for multiple purposes such as graduate research and open college public courses. Our Founding Principles are to cultivate people who understand the differences between Japanese and foreign cultures and who can contribute to many countries' information culture. To lead an information society and contribute to the advancement of humankind's welfare while respecting national, regional, and human culture. Nowadays, people form information networks based on more global values while placing importance on the differences in cultures rooted in regions and countries. Niigata University of International and Information Studies opened to use those networks to create real bonds so that people can coexist peacefully. We are striving for world peace by cultivating people who can contribute to creating and further growth of information culture. Information is continuing to take on a more critical role in recent years since the world is demanding singularly globally-minded solutions to economic problems and environmental, hunger, and human rights problems. It speaks to the fact that they need to cultivate people who can contribute to globalization and computerization, the purpose for which our university was founded, is continuing to grow with more impetus than is imaginable. This university is made up of two faculties. The Faculty of International Studies contains the Department of International Cultural Studies, and the Faculty of Information Culture, which contains the Information Systems Department. The Faculty of International Studies, which contains the Department of International Cultural Studies, aims to cultivate useful people who can use their knowledge and ability in a global society by having its students learn by comparing Japanese society and culture to other countries. All first-year students in this department will make Communicative English and take one foreign language from American, Chinese, Korean, and Russian. Students in the Faculty of Information Culture, which contains the Information Systems Department, will study the theory and practice of information technology and information systems in the network society that extends worldwide. The department also focuses on humanities education and small-group instruction to help us produce people who can contribute to a computerized society. In recent years, we have also begun conducting continuous self-evaluation and improvements to achieve even higher levels of research and education.

Located in the heart of Tokyo's fascinating city, The National Graduate Institute for Policy Studies (GRIPS) is an international premier policy school to contribute to the betterment of democratic governance around the world. We excel at providing interdisciplinary education for future leaders in the public sector and research contemporary policy issues to generate innovative solutions. Founded in 1997 as a stand-alone graduate institute, GRIPS comprises world-class academics and distinguished practitioners with expertise in public sector policy formulation and management. Around 20% of the faculty and 70% of students are recruited from outside Japan. Our vibrant, diverse student body consists of almost 400 members hailing from 63 countries and regions – all with the ambition to advance good governance across the globe or contribute to policy-related research. We aim to contribute to the development and advancement of democratic governance both in Japan and abroad through research and education in governmental policy and policy reform. Since its inception as the Graduate School of Policy Science at Saitama University in 1977, GRIPS has conducted policy research relevant to Japan's current affairs and the world and provided graduate education in advanced policy studies designed primarily for mid-career administrative and government officials from Japan and overseas. We offer a diverse array of Masters and Doctoral Programs. Students cultivate the ability to analyze issues, suggest solutions, develop interdisciplinary knowledge and skills that span related fields, and gain practical expertise. In addition to our degree programs, we also offer executive-level short term training programs across a wide range of themes. Since our inception, our achievements in promoting good governance are considerable and far-reaching. Today, our impressive Alumni network of over 4,000 strong is actively shaping policy in more than 100 countries worldwide. GRIPS endeavors to produce young policy-makers who can tackle problems faced by countries, cities, international organizations, companies, and civic society at large. To that end, graduate education at GRIPS focuses on the fundamentals of policy research and practical problem-solving. Students benefit from high-quality instruction in economics, political science, public administration, international relations, engineering, and other subjects and the examination of selected case studies reflecting the experiences of Japan and other Asian countries in the course of modernization and rapid economic growth. In addition to high-quality graduate education, we offer training programs that meet various stakeholders' needs, including the government agencies of a wide array of countries. We also accept funded research that draws on our faculty's expertise. With more than 60% of our students from overseas, we are one of the most international universities in Japan. Credit for many of our programs can be obtained in English. In this environment, international students have the opportunity to engage in a friendly competition among themselves and with the people who will lead Japan in the future. In contrast, Japanese students have the chance to create bonds with those who will go on to be future leaders in their home countries around the globe. GRIPS is centrally located in Tokyo and has extensive access to the Japanese government and its agencies and other significant stakeholders. This proximity allows our students to experience the core of Japanese policymaking as they perform their research. The world in the 21st century faces many urgent issues in such areas as economic development, security, the environment, overpopulation, inequality, and technological progress.

Nagasaki University of Foreign Studies is an independent, co-educational four-year liberal arts university. The school’s roots go back to the months after the city had been reduced to ashes by the atomic bomb. It was founded as Nagasaki College of Foreign Languages on December 1, 1945, by the Reverend Takeo Aoyama, Mr. Sumio Ogata, and other Uma-machi Church members in downtown Nagasaki. Nagasaki University of Foreign Studies was established to carry out the spirit of Christian education (School Regulations, First Article). For this reason, the school offers programs in Christianity (School Regulations, Second Article). A brief outline is listed below. The school chaplain and committee on religion are responsible for the implementation and management of these programs. There are only seven foreign language universities in all of Japan. West of Kansai, there is only one: Nagasaki University of Foreign Studies. Learning a foreign language in Nagasaki is a significant and fascinating experience. For hundreds of years, Nagasaki has prospered as a gateway to the world. It served as a window to Western Civilization during Japan’s isolation in the Edo period. From all over Japan, young people with high ambition traveled to Nagasaki to study foreign languages and civilizations, and they played an essential role in the shaping of modern Japan. At our university, in this historic, cosmopolitan city of Nagasaki, we firmly believe that “The world is our campus!” and “Our campus is the world!” By pouring our efforts into study abroad opportunities for Japanese students and accepting international students to our university, we aim to create a new kind of international exchange in the 21st century. The purpose of foreign language study does not end with improving communication skills. Through the give-and-take of various languages, various people, and various cultures, you come to know others as well as yourself. The gap between peoples’ differences is narrowed, and a foundation for harmony is built. This is the true meaning of foreign language study. In other words, “The power to build a community through dialogue and mutual understanding,” the power of human potential, is more important than anything else. Students, I desire that you forge the power of language and people, experience international exchange, build your self-confidence, and take off from Nagasaki to the world.

NUFS, which has more than 300 foreign teachers and students worldwide, has an international campus integrated into the following five domains: study abroad programs, active learning native speakers, career support, and an international campus. NUFS makes every effort to support individuals who can broadcast themselves confidently The most crucial point in learning at NUFS that we offer the educational style best suited to each student's ability, talent, and intention. The foundation of all our abilities lies in the Japanese language we are using every day, which is apparent in our culture and daily lives. Acquiring a firm foundation of Japanese is expected in parallel to learning foreign languages. At NUFS, we realize each student's hidden communication abilities and develop them to communicate correctly and indeed. NUFS is a renowned international university with 140 instructors who are native speakers of foreign languages (over 50% of all our instructors). Japanese students, foreign instructors, and students from all over the world are gathered at the NUFS global campus. Students are expected to absorb all of the knowledge available to them, including developing the four skills above. We Japanese are often prompted by compassion and are not good at speaking with a firm sense of purpose. However, our goal at NUFS is the development of practical and communicative language skills. We want to foster skills that allow students to deliver professional knowledge supported by rich culture. Question and answer style communication is not enough. Our goal is skills that facilitate creative discussion toward problem-solving.In any case, please do not be afraid of failure. Shyness is your enemy, and failure is a stepping-stone to success. In conclusion, NUFS's identity is "languages." They are spades to turn the soil, fruits of the earth. At the same time, they are the medium through which to enjoy such fruits. When you become a working member of society, leap forward, using this accumulation as a springboard. Your efforts and success will renew the splendid reputation and future of NUFS. Looking at society in recent years, we have entered an era of multilingual and multicultural coexistence in a globalized society. Thus, at NUFS, we are evolving education itself by introducing a new educational system in the School of Foreign Studies to redefine foreign languages' ideal university. The new system reconfirms English as an international language from cosmopolitan perspectives and places importance on eleven other foreign languages while focusing on plurilingualism and world-class liberal arts. To appreciate, understand, and accept various world cultures, students will learn about cultural diversity while studying English and eleven other languages. The School of Foreign Studies is striving to develop students as global human resources who will utilize their education and participate in the era of multilingual and multicultural coexistence.

The Kyoto College of Graduate Studies for Informatics (KCGI) is Japan's first IT professional graduate school. KCGI's parent organization, Kyoto Computer Gakuin (KCGI), was Japan's first private computer education institution. KCGI was established as a private school by Shigeo Hasegawa and Yasuko Hasegawa under their unique, forward-looking philosophy. KCGI has been engaged in computer education for over 50 years since its establishment in 1963. During that time, high school graduates and many graduates of four-year universities have enrolled in and graduated from its programs. At that time, only research-oriented graduate schools existed in Japan. Many of the students who enrolled after graduating from university chose KCGI after searching for higher education directly connected to the practical side of computers. Even though KCGI was organized under the vocational school system, it holds a role in Japanese society as an educational institution for university graduates. It has also served the function of occupational and practical graduate school. Based on this state of affairs and history, in 1998, KCGI established a joint program with graduate programs (including Information Sciences and Technologies, Computer Science, and others) at the Rochester Institute of Technology in the United States and has since implemented a professional graduate school curriculum oriented towards practical learning. This collaboration between a Japanese vocational school and American graduate school programs was the first of its kind in Japan and ground-breaking. The mission of KCGI is to meet the need for high level and diverse human resources in our IT society and to contribute to the realization of high-level information society and the development of the economy through the provision of high level IT professionals who possess extensive knowledge and high-level skills beyond what is conventional and who are also internationally minded in the age of ubiquitous computing. Our purpose is to adapt to developments in information and related technologies and provide education on theory and practical technology in academic fields related to science, technology, and business administration in high-level professionals' training. At the time of our establishment, KCGI created a program to cultivate engineers and, in particular, CIOs specializing in web business (e-business) based on the revised edition of the ACM (Association for Computing Machinery) IS (Information Systems) master's program curriculum with information technology education serving as a foundation while also taking into consideration international business education. We also set forth the following as our founding philosophy: "Cultivate specialists in applied information technology who possess creativity and high-level practical abilities which will meet the needs of society, support the present age, and lead us into the next generation." KCGI advocates as our mission and purpose the contribution to the realization of a high-level information society and the recovery of the economy in Japan through the provision of high level IT professionals who possess extensive knowledge and high-level skills beyond what is conventional and who are also internationally minded in order to meet the need for high level and diverse human resources in our IT society, as well as the adaptation to developments in information and related technologies and the provision of education on theory and practical technology in academic fields related to science, technology, and business management in the training of high-level professionals. Further, KCGI is also focused on cultivating international leaders equipped with IT and management skills who can exhibit their true potential throughout Asia, an area experiencing increasing globalization. At KCGI, we have aimed to be the number one IT professional school in Asia since our establishment. We actively accept students from around the world and, in particular, Asia. Also, against the recent international acclaim for Japanese content such as anime, the importance of the content industry is increasing. KCGI is thus exploring the even greater possibilities posed by the internet than that which has already been achieved in the relationship between the content industry and IT. We are also focusing on developing actual content and research into new content business models and creating relevant courses.

Kobe City University of Foreign Studies is committed to providing an academically balanced and responsible education. By promoting the study and teaching of foreign languages and cultures, it seeks to instill a deeper understanding of international affairs and foreign countries. Founded in 1946, the university offers undergraduate and graduate degree programs in English, Russian, Chinese and Spanish studies and International Relations. The undergraduate programs offer the following courses: Linguistics and Literature, General Culture, Social Sciences, and International Communication. In 1991, a graduate program offering a degree in Japanese studies was added to the curriculum. In 1991, a graduate program offering a degree in Japanese studies was added to the curriculum. The current university enrollment is approximately 2,184. The faculty includes many distinguished scholars and eminent researchers with doctoral degrees committed to excellence in teaching. The university has teacher exchange programs with the University of MoscowOpens in a new tab, Northeast Normal University and Shanghai Normal University in China, the University of Alcala in SpainOpens in a new tab. And Sapienza University of Rome in Italy. In order to help students gain cross-cultural experiences and valuable practical knowledge for their future careers, the university offers an accredited student exchange programs through arrangements with four universities in North America, seven universities in Europe, three universities in China, two universities in Russia, as well as 21 other partner universities of all over the world. The university also encourages its students to participate in off-campus educational programs abroad at leading educational institutions and organizations. The city of Kobe stands at a crossroad, geographically and historically, connecting Japan with the world. As befits its location, Kobe City University of Foreign Studies prepares its students to work in various multilingual environments. We welcome anyone who aspires to live and work in the global community. At our university, you can study the language and society of a country from many different aspects. If you are interested in Japan, you can study it through the prisms of its society, culture, economy, history, people, and international relations. On our campus, you will find many Japanese and international students who share your interests. The area around Kobe is home to more UNESCO World Heritage Sites than any other region in Japan. You may travel to sites in Hiroshima, Miyajima, and Kyoto and Nara's old capitals as one-day trips, though, of course, you may want to extend your visit. Here in Kobe, you may appreciate the dynamism of tradition and modernity mixed. Additionally, our students will be educated with the skills and knowledge to make capable, competent, and flexible decisions. Based on this educational philosophy, we set the goal of enabling students to master more than two foreign languages to adapt to international society, which is always changing. By promoting this philosophy and these goals, we hope that students will maintain an interest in their language and culture and become cosmopolitan citizens.

The International College for Postgraduate Buddhist Studies was founded in 1996 by Professor Akira Hirakawa as an institution dedicated to furthering research into Buddhism and educating new Buddhist scholars. Currently, the college has two affiliated institutes, i.e., the International Institute for Buddhist Studies and the Research Institute for Old Japanese Manuscripts of Buddhist Scriptures. A library whose collection amounts to more than 140,000 volumes of Buddhist studies and related areas. These facilities make possible fulfilling our duty of conducting Buddhist research and educating capable specialists in the field. It is well known that Buddhism was born 2,500 years ago in India and spread first across Asia, and now all over the world, surmounting national, ethnic, and cultural barriers. This makes a global perspective a fundamental desideratum in Buddhist studies. Our curriculum, designed to foster such a perspective, covers four cultural areas: South and Southeast Asia, Inner Asia, East Asia, and Pan-Asian culture. The International College for Postgraduate Buddhist Studies offers a five-year program leading to a Ph.D. degree. We accept four students per year. The quota of the entire college is thus 20 students. This number allows us to conduct small-group instruction in which we can answer the needs of each student. The students also benefit from study support programs offered by our Library and International Institute for Buddhist Studies staff. The college has its scholarship system, and students from abroad can apply for the dormitory facilities situated on the campus. Located in a quiet neighborhood in Bunkyō-Ku, Tokyo, the land which is now the college campus was the former residential site of Tokugawa Yoshinobu, Japan's last shogun, after relinquishing the power to the Meiji government. Surrounded by large trees and green lawns, the library, classrooms, and research spaces offer a perfect oasis to pursue the study of Buddhism in a calm, sunny environment. Research into Buddhism focuses on two main aspects, i.e., textual studies and philosophical studies based on primary sources. The college boasts an impressive collection of books and materials, including almost all available editions of the Buddhist Canon and digital archives of old Japanese manuscripts of Buddhist texts dating back to the Nara and Heian periods. This greatly facilitates the research in both textual studies and philosophical studies. We hope that the students will better understand the universal truths through the study of Buddhism and succeed in tackling such contemporary issues as bioethics and environmental problems. Paradoxically, this has made us forget to search for humanity's fundamental question: 'How should human beings live their lives?'. Bioethics and environmental issues illustrate this impasse of humankind. To answer the problems confronting our age, our students are allowed to deepen their knowledge of other religions, such as Christianity, Islam, Hinduism, Confucianism, Taoism, etc. We thus endeavor to educate specialists who will also be able to deal with religious problems in the international arena. We welcome all those interested in this field to join us on the path of Buddhist studies and open the gate to the vast Dharma treasure of eighty-four thousand teachings.

The Graduate Institute for Entrepreneurial Studies is an institute of learning that offers practical knowledge and professional business administration expertise. Students learn comprehensive theories about strategies, marketing, financing, organizations, etc., while also studying topics emerging in today's business world, directly from professors with business backgrounds. Courses will be conducted through lectures, question-and-answer sessions, discussions, presentations, etc., and vary depending on each class's nature. Grading is based on daily participation in the classroom, assigned reports, and the student's final exam performance. One of the merits of enrolling in our Institute is the creation of a business plan. Creating a business plan instead of a master's thesis while concurrently learning the how-tos of management distinguishes us from other institutes. The knowledge gained while planning and drawing up a business plan can be utilized in the future when starting up one's own business as an entrepreneur or when making new business expansion proposals at the company one belongs to. All instructions towards these goals are conducted in a small-classroom seminar format and are headed by experienced business practitioners who will teach their students practical skills. At our Institute, besides our Japanese students, we also welcome international students from around the globe. Many of our Japanese students are at the forefront of business all over the world, working with various companies and industries while attending our Institute. Through interactions between Japanese businesspeople and international students, there is a mutual learning process that involves exchanging information and experiences that will create a global network and become a valuable asset in the future. Depending on the students' country of origin, graduation dates for universities vary. We have set up two different enrollment opportunities (spring enrollment or fall enrollment) to adjust the application process concerning international students' graduation times. Japanese language proficiency is vital in understanding our courses or conducting business dealings and ensuring employment after graduation. This is why we offer our students free Japanese language training. We sort students by level and their strengths and weaknesses, aim for their swift attainment of the Japanese Language Proficiency Test (JLPT) N1 credential and continue to foster further command of the language. Our global society is drastically changing. Amid global competition, many issues cannot be resolved quickly by merely applying successes and examples from the past. At our Institute, students will be able to acquire various expertise through learning management studies and versatile abilities applicable to all types of business scenes. The number of Universities that enter into a partnership with our Institute is growing every year. Aside from regions in Asia such as China and the ASEAN members, we have developed partnerships with Central Europe locations, including Slovakia and Hungary, and Russia's locations in the Far East. We plan to accept outstanding students from more and more new locations around the globe. For international students coming to Japan for the first time, or for students who are moving to Niigata from different prefectures in Japan, our Institute helps our students find suitable apartments at an affordable cost. We have many property suggestions from real estate agencies working with our Institute to provide safe and reliable housing options. The school actively supports students in setting up businesses through special courses for entrepreneurs and an entrepreneurial preparation office on campus. Our Institute offers a "Career Support Office" and a "Free Career Recommendation Center" to support our international students who wish to work and actively look for work in Japan. We are also strengthening our employment guidance efforts by collecting information starting from Niigata and throughout Japan and promoting businesses and internships through individual interviews with international students. Our primary focus for development is looking for job offers from Japanese businesses, notably developing in the country of the students' origin.

Our university was initially established under the name Kyoto School of Foreign Languages in May of 1947. It was soon after World War Ⅱ when great demand had arisen for international understanding, which would lead to world peace. One of the urgent requirements to accomplish this goal was to nurture young Japanese men and women who could master foreign languages and understand the cultures, economies, and societies of the world. To master a foreign language, however, is not an easy task for the Japanese. One reason for this sad truth lies in our linguistic system, which has a peculiar structure. Another reason is non-linguistic. We have exclusively developed our customs and traditions through our unique historical and geographical background. In other words, people in a country surrounded by the sea - like Japan - tend to have far more trouble learning a foreign language than those residing in countries bordering immediately on others. Thus, we believe that having linguistic talent is not good enough to overcome this handicap. We Japanese must have the incessant drive and go through thousands of repetitions to acquire foreign languages. Our university's motto," PAX MUNDI PER LINGUAS" (World Peace through Languages), represents the founders' strong wish for achieving world peace. In addition to the Latin motto, the importance of "an indomitable spirit" has also been emphasized and valued as a primary basis for education and research. That is what the founders believed to be an essential quality for students of foreign languages to possess. It is said that we live in the age of the "flat world". It is a world in which one can, if he/she so wishes, find all the vital information on the Internet, a telecommunication space equally and reasonably accessible at the ease of one click. So the formidable challenge that the university faculty face today, though perpetual it may seem, is in what ways and means instructors can inspire their students to develop sufficient motivation to study and academic enthusiasm to keep on studying. No doubt, the key to the problem is mostly in the hands of individual faculty members. At the same time, an equally helpful clue might be found in instructor-student collaboration in class based on mutual trust and students' daily campus life from which a spontaneous desire to learn arises from the students themselves. For this, a proper emphasis needs to be placed on campus life because a university campus is a space where students are assisted in developing their professional identity in their way. Simultaneously, their two-or four-year campus life is the most critical period to solve problems in collaboration with each other. In this globalizing world, one is expected to gain broad knowledge, not to mention a good command of a foreign language, with which world affairs can be seen and grasped from a broad perspective with the help of background information in history and culture, as well as with the ability to initiate a dialogue with peoples in distant lands to solve problems with them collaboratively. To meet such needs, Kyoto University of Foreign Studies and Kyoto Junior College of Foreign Languages are proud to have so far produced a good number of outstanding graduates, following the ideals of Dr. and Mrs. Morita, the university founders, expressed in our school motto, "World Peace through Languages". To bring the twin institutions of Kyoto Gaidai further progress from now on, We hope to see our institutions transform into ones that are clearly and genuinely distinguishable from other Japanese universities and colleges, and also into ones in which students can have the first-hand experience of foreign countries and cultures through their daily campus life, while living in Japan, in order to learn about world languages and cultures.